Teaching Statistics

ABSTRACT We present a simple problem that can help highlight the decision-theoretic properties of various centrality measures. We also illustrate how the ‘centrality’parameters of the classical distributions in statistics would have to be modified if we were constrained to fewer defining principles.

The objective of this study is to present and discuss how data visualization can be incorporated into teaching approaches by business faculty in introductory business statistics to strengthen business students' practical skills. Data visualization lessens difficulties in learning statistics by providing opportunities to illustrate analytical findings in graphic form, which is essential for learners with different learning styles. Familiarizing students with Excel, Python, or other software in introductory business statistics is beneficial in helping them attain statistical literacy by analyzing real-world data such as COVID-19statistics. Using such data equips students with knowledge of statistical implementation—a core skill in the business

L'ESSAI, unique institution  tunisienne formant des ingénieurs statisticiens, était principalement destinée à pourvoir la statistique publique en ingénieurs statisticiens. Mais les recrutements du système public ne résorbent plus l’offre d’ingénieurs statisticiens.
Parallèlement, les diplômés ont trouvé de nouvelles opportunités d’embauche, dans le secteur privé, en Tunisie et ailleurs et la vocation de l’école s’en est vue transformée. Cette nouvelle vocation devra être au diapason des nouveaux enjeux économiques et l’émergence de nouveaux métiers ; l’ESSAI doit offrir  des spécialités telles que cloud computing, big data et datamining.
Au cours des trois dernières années, l’ESSAI s’est engagée dans une politique d’ouverture effective sur le monde de l’entreprise et sur le plan international. Comment se sont répercutés ces efforts sur l’embauche de nos ingénieurs statisticiens ? Quels secteurs ont le plus recruté nos diplômés? Vers quelles spécialités statistiques se sont-ils orientés ?
Le but de ce travail sera de répondre à ces questions à partir d’une enquête effectuée, en novembre 2014, auprès de nos diplômés.

Background: This paper provides a theoretical perspective for hypothesis testing when the null hypothesis is true. An example of a hypothetical simple clinical experiment is provided in order to give a framework for the presentation of the theoretical concepts. Monte Carlo (MC) simulations were conducted based on the mathematical model derived from the experiment. Methods: MC simulations were performed using R. A sample proportion was obtained from the outcomes of all patients of the hypothetical clinical experiment. Utilizing the mathematical model of a binomial random variable (RV) with parameters n and p0, a simulated sample proportion was obtained for n = 100, 1000 and 10000. The parameter p0 was set to .5 for all simulations. The MC simulations replicated the experiment 40, 400 and 4000 times. The proportion of times that the null hypothesis was rejected, as well as the percentage of error in rejecting the null hypothesis compared to the theoretical value of .05 for a two tailed z test was obtained for each set of simulations. Results: Overall, the percentage of error in rejecting the null hypothesis was small. This error was highly dependent on the sample size but not of the number of MC simulations. Conclusions: Monte Carlo simulations can prove useful in clarifying the concepts behind hypothesis testing. Additionally, they can yield information about the validity of this procedure as it relates to the statistical theory behind simple as well as more complex clinical and epidemiological studies and the analysis of the data obtained from them.

We believe that students learn best, are actively engaged, and are genuinely interested when working on real-world problems. This can be done by giving students the opportunity to work collaboratively on projects that investigate authentic, familiar problems. This article shares one such project that was used in an introductory statistics course. We describe the steps taken to investigate why customers are charged more for iced coffee than hot coffee, which included collecting data and using descriptive and inferential statistical analysis. Interspersed throughout the article, we describe strategies that can help teachers implement the project and scaffold material to assist students who may have gaps in their mathematical background and offer suggestions if using the lesson with students who are mathematically stronger. Students were highly motivated and enthusiastic to work on a problem with a rich, readily understood context. This article provides teachers with an alternative way to assess student learning, and gives students the opportunity to work the way statisticians work.

Biostatistics is a critical skill to physicians in an evidence-based medicine era, but teaching basic statistical concepts is challenging. Students often experience anxiety caused by the complexity of statistics and might express negative attitudes toward the subject. We aimed to analyze the effect of an introductory biostatistics course using RStudio on attitude toward statistics and assess its acceptance among medical students. Forty-three 1st-year medical students were included. Pre- and post-course attitudes toward statistics were assessed using the Survey of Attitudes Toward Statistics (SATS-28) scale and technology acceptance was assessed by a Technology Acceptance Model scale at the end of the course. There was a statistically discernible (significant) gain in the scores of three of the four SATS dimensions: affection (p = 0.006, Cohen’s d = 0.442), cognitive competence (p < 0.001, Cohen’s d = 0.605), and difficulty (p = 0.008, Cohen’s d = 0.421). Acceptance of RStudio was moderate to high in 93% of the participants, without statistical differences between genders. RStudio can be useful in the teaching of statistics to medical students, being well accepted and positively associated with students’attitude toward statistics. Supplementary files for this article are available online.